Effectiveness of the M. Ed Distance and Face-To-Face Education Program of the Addis Ababa University (AAU) in Curriculum Studies in Meeting its Objectives: An Evaluative Overview of the Stakeholders’ Perceptions
Abstract
This study was intended to evaluate the effectiveness of the M.Ed program in curriculum studies launched in 1999 by the Department of Curriculum and Instruction of the Addis Ababa University through both Distance and Face-to-Face modes in addition to the already existing regular M.A/M.Ed program. The Ministry of Education, for the purpose of improving the quality and shortage of high level curriculum experts at the federal level, in regional states and zonal educational offices, teacher training institutes, colleges and universities has launched the program. Data for this study were secured from 20 graduates of the M.Ed distance and face-to-face education program in curriculum studies at AAU: (3, 5, 3, and 9 graduates of the years 2001, 2002, 2003, and 2004, respectively) using questionnaire. Moreover, 5 professors teaching the courses and 3 officials, one each from the Ministry of Education, Addis Ababa and Oromia education bureaus-were interviewed. Official documents and other sources pertaining to the program were also reviewed. The results of the qualitative and quantitative analyses of the data show that the M.Ed distance and face-to-face education program in curriculum studies at AAU was effective in achieving its objectives for which it had been initiated. The findings further confirmed that the decision to quit the program in 2003/4 was too early and did not have research-based evidence. The action portends a hiatus of development efforts, for the fact that introducing a program in September and deciding its success or failure in June of the same year is easy to be wise after the event. It was, therefore, highly recommended that the statutory and regulatory bodies should re-examine, re-think and re-capitulate once again to restart the prematurely quitted program supplementing technology-based multi-media and incorporate it into “pedagogical model” for the higher education expansion endeavors in the country, having its own academic and administrative division with full authority and responsibility. On top of this, all stakeholders are entrusted to think reflectively in order to make the future planning and delivery of higher education distance learning more responsive to the practical learning needs and life exigencies of adult clientele.
Downloads
References
BESO (1999). M. Ed. Distance Education Programs in Curriculum Studies, and Educational Planning and Management. Student Handbook (unpublished)
Bishop, G. (1994). Alternative Strategies for Education. London: Macmillan.
British Council (2004). Open, Flexible and Distance Learning (unpublished).
Brown et al (1994). Assessing Learners in Higher Education. London: Kogan Page Ltd.
Doherty, Geoffrey D. (1998). Developing Quality Systems in Education. New York: Routledge.
Dyer, Jean Royer (1979). Understanding and Evaluating Educational Research. Addison, W.P. Company.
Firdisa Jebessa (2000). Impediments to do Satisfactory Educational Research Work in Line With the New Education and Training Policy. In Proceedings of the National Conference on Current Issues of Educational Research in Ethiopia, pp. 43-68, IER: A.A.U Printing press.
_____ (2001). Causes of Educational Inequity in Oromia Region: Focus on Primary Level. In Proceedings of the National Conference on the Quality of Primary Education in Ethiopia, Nazareth 9-11 November 2001, pp. 343-364, Addis Ababa University, Institute of Educational Research.
_____ (2002). Implementation Practices of NFBPE in some Centers of Addis Ababa, Oromia, and SNNPR. A Master’s Thesis.
_____ (2003). Innovative Approach to Meet the Basic Learning Needs of Children and the Demands of Parents/Community. The Ethiopian Journal of Education, XXIII, 1: 125-138.
Holmberg, Borje (1989). Theory and Practice of Distance Education. London & New York: Routledge.
_____ (1981). Status And Trends Of Distance Education. New York: Nicholas Publishing Company.
Howell, Kenneth et al (2000). Curriculum-Based Evaluation. Teaching and Decision-Making. (3rd. ed.). Canada: Wadsworth.
Jensen Rita A. et al. (2000). Teaching, Leading, and Learning. Becoming Caring Professionals. New York: Houghton Mifflin Company.
Knapper, Christopher et al (2000). Life Long Learning in Higher Education. (3rd ed). London: Clays Ltd.
Knowles, Malcolm S. (1960). Handbook for Adult Education in the United States. Chicago, Illinois: Adult Education Association of the USA.
Lockwood, Fred (ed.) (1994). Material Production in Open and Distance Learning. London: Paul Chapman Publishing Ltd.
Maehl, William H. (2000). Life Long Learning at its Best. Innovative Practices in Adult Credit Programs. Josses Boss Books.
Mehrens, W.A. and Lehman, Irvin J. (1991). Measurement and Evaluation in Education and Psychology. (4th ed.). Holt, Rinehart and Winston. Inc.
MOE (1999). Education Sector Development Program. EMPDA: Addis Ababa Moursund, Jenet P. (1973). Evaluation: An Introduction to Research Design. Wadsworth Publishing Company.
Powar, K.B. et al (2000). Performance Indicators in Distance Higher Education. New Delhi : Aravali Printers & Publishers Ltd.
Pratt, David (1994). Curriculum Planning: A Handbook for Professionals. Florida: Harcourt Brace College Publishers
Rogers, Alan (1986). Teaching Adults. Philadelphia: Open University Press.
Tait, Allan et al (1999). The Convergence of Distance and Conventional Education. London, New York: Routledge.
TGE/ETP (1994). Education and Training Policy. EMPDA: Addis Ababa
World Bank (2004). Higher Education Development for Ethiopia. Human Development Sector, Working Paper series.
